This document compares socio-cultural and connectivist perspectives on learning. The socio-cultural perspective views learning as a structured process involving mental phases developed through social interaction, with language playing a key role. The connectivist perspective sees learning as dynamic and learner-centered, occurring through networks as we exchange knowledge to stay current. Both agree interaction is important, but connectivism emphasizes guiding learners to find relevant knowledge through connections, rather than controlling a linear learning process.

1. Information & Communication
Technologies in Foreign Language
Socio cultural perspective Vs.
Connectivism
Javier Alexander Rivera & Marco Antonio Peralta
2013

2. Sociocultural Connectivism
Learning conceptions Learning happens as we live life
(Vygotsky) in our current knowledge
Learning is a structured economy.
process of knowledge
through mental phases The learning system is dynamic,
Once structures are learner-centered instruction.
developed, other more
advanced ones emerge
Learning is is not about
Language is the most
demanding process for its controlling. It is about
intellectual development fostering…and guiding.
Oral language permits to Learning is not a clear,
express: logics,
understanding and structured, unidirectional
desires. process.

3. Sociocultural Connectivism
Learning conceptions
(Vygotsky)
The capacity to stay current is
A more demanding more important than any
environment requiers
more demanding individual content element
structures and processes
In a connectivist approach to
Through the mediatic
interaction, thinking learning, we create networks of
structures are compared, knowledge to assist in replacing
categorized and outdated content with current
reorganized. content.
Internal knowledge
process involves the The more completely we exist in
interpersonal and the multiple domains of knowledge,
intrapersonal phases the more effective the
knowledge exchange.

4. Sociocultural Connectivism
Learning conceptions
(Siemens)
Learning conceptions
(Vygotsky) Conversation is the ultimate
personalization experience.
The interpersonal phase
is carried out in a face to As we add social dimensions to our
face interaction (TIC cognition, we can create an
contact is also an adaptive model that learns based
example of this) on the activities of all members i n
a space.
The intrapersonal phase
is carried out when this Connections change content.
information is mentally Content is imbued with new
processed and classified. meaning when situated in a
Individuals learn after a network.
social interaction
process The learner is the teacher, the
teacher is the learner.

5. Sociocultural Connectivism
Learning
conceptions
(Siemens)
Learning conceptions
(Vygotsky) • Connections provide the greatest
value when they generate a
TIC help knowledge certain type of content for the
interiorization through learner.
text and images.
• The contextually appropriate
In the ZPD (Zone of format makes the content more
Proximal Development) useful.
fosters interaction and
connects the • Knowledge has to be accessible
independent resolution at the point of need.
of a problem and the • We want content that is current,
one with another person relevant, and contextually
´s help. appropriate. Connections are the
devices that enable this to occur.

6. Sociocultural Connectivism
Learning
conceptions
(Siemens)
Learning conceptions
(Vygotsky) • Connections provide the greatest
value when they generate a
TIC help knowledge certain type of content for the
interiorization through learner.
text and images.
• The contextually appropriate
In the ZPD (Zone of format makes the content more
Proximal Development) useful.
fosters interaction and
connects the • Knowledge has to be accessible
independent resolution at the point of need.
of a problem and the • We want content that is current,
one with another person relevant, and contextually
´s help. appropriate. Connections are the
devices that enable this to occur.